Education for Sustainable Development in TVET: Mapping Digital Readiness, Infrastructure Gaps, and Student Engagement Abdul Rohman, Ade Karim, Tuti Suartini
Universitas Pendidikan Indonesia, School of Postgraduate Studies in Vocational and Technical
Education, Bandung, Indonesia
Abstract
The digital transformation of vocational education is a key driver in achieving the goals of Education for Sustainable Development (ESD). Beyond technological advancement, its success depends on the readiness of teachers and students to engage in sustainable digital learning practices. This study aims to map digital readiness, identify infrastructure gaps, and analyze their relationship with student engagement as an indicator of sustainable learning in Technical and Vocational Education and Training (TVET). Four secondary survey datasets were analyzed using SPSS 22, including descriptive statistics, reliability, correlation, and gap analysis between expected and actual conditions. The findings reveal that teachers demonstrate high digital readiness and motivation to integrate technology, while students show moderate readiness with limited collaboration. A significant 1.20-point infrastructure gap indicates that unequal access remains a key barrier to equitable digital participation. Correlation and regression analyses show that infrastructure gaps reduce teacher engagement, while digital access and competence enhance student engagement. These results confirm that teacher competence, infrastructure equity, and institutional support are essential for fostering engagement and achieving sustainable digital transformation within the ESD framework.
Keywords: Education for Sustainable Development, Digital Readiness, Infrastructure Gap, Student Engagement, TVET
